Studies in Philosophy and Education

, Volume 19, Issue 1–2, pp 3–19 | Cite as

Democracy and Education: About the Future of a Problem

Dewey and European Education-General Problems and Case Studies 1. General Topics

Abstract

In 20th century’s European theory of education there was little interest in philosophy ofdemocracy. John Dewey’sDemocracy and Education was translated in nearly every European language but did not become the center of discussion. Even “radical education” was much more childcentered than open to radical questions of political democracy. This article discusses the problem in two respects, first the tension between neo-liberalism’s concept of individuality and public education, and second the future problems of a theory of “democratic education”after Dewey. The aim is to overcome traditional European dualisms like that of “citizen”or “man” i.e. to pave the way for a post-Rousseauian theory of education.

Preview

Unable to display preview. Download preview PDF.

Unable to display preview. Download preview PDF.

References

  1. Bernhard, F. von: 1914,Germany and the Next War (Translated by A.H. Powles), Longmans, Green, and Co., New York.Google Scholar
  2. Carnochan, W.B.: 1993,The Battleground of the Curriculum. Liberal Education and American Experience, Stanford University Press, Stanford, CA.Google Scholar
  3. Dewey, J.: 1983, J.A.Boydston (ed.) (Intr. by J.R. Burnet),The Middle Works 1889–1924, Vol. 1: Essays on School and Society 1899–1901, Southern Illinois University Press, Carbondale/Edwardsville.Google Scholar
  4. Dewey, J.: 1985, J.A.Boydston (ed.) (Intr. by S. Hook),The Middle Works 1889–1924, Vol. 8: Essays on Education and Politics, Southern Illinois University Press, Carbondale/Edwardsville.Google Scholar
  5. Dewey, J.: 1985a, J.A.Boydston (ed.) (Intr. by S. Hook),The Middle Works 1889–1924, Vol. 9: Democracy and Education 1916, Southern Illinois University Press, Carbondale/Edwardsville.Google Scholar
  6. Dewey, J.: 1963,Liberalism and Social Action. The Page-Barbour Lectures, Capricorn Books, New York (first published 1935).Google Scholar
  7. Emerson, R.W.: 1912,Works. Society and Solitude. Letters and Social Aims, The Jefferson Press, Boston/New York.Google Scholar
  8. Fichte, J.G.: 1971, ‘Werke’, in I.H. Fichte (ed.), Volume VII:Zur Politik, Moral und Philosophie der Geschichte (On the Politics, Morals, and Philosophy of History), Berlin.Google Scholar
  9. Garrison, J.: 1998, ‘A Philosophical History of the Idea of the “Democratic Public” in the United States. A Provocative Emersonian and Deweyan Pragmatic Perspective’, in J. Oelkers, F. Osterwalder and H. Rhyn (eds.),Bildung, öffentlichkeit und Demokratie (Education, the Public, and Democracy), Weinheim/Basle, pp. 142–164 (=Zeitschrift für PÄdagogik, 38th supplement).Google Scholar
  10. Gauthier, D.: 1990,Moral Dealing. Contract, Ethics, and Reason, Cornel University Press, Ithaca.Google Scholar
  11. Gibboney, R.A.: 1994,The Stone Trumpet. A Story of Practical School Reform 1960–1990, State University of New York Press, Albany.Google Scholar
  12. Graff, G.: 1992,Beyond the Culture Wars. How Teaching the Conflicts Can Revitalise American Education, W.W. Norton & Company, New York/London.Google Scholar
  13. Gutmann, A.: 1999,Democratic Education. With a New Preface and Epilogue, Princeton University Press, Princeton, NJ (first printed 1987).Google Scholar
  14. Hayek, F.A. von: 1971,Die Verfassung der Freiheit (The Constitution of Freedom), Tübingen (American original 1960).Google Scholar
  15. Helberger, Chr. and Palamidis, H.: 1992,Die Nachfrage nach Bildung. Theorien und empirische Ergebnisse (Demand for Education — Theories and Empirical Results), Berlin.Google Scholar
  16. Hutchins, R.M.: 1936,The Higher Learning in America, New Haven, CN.Google Scholar
  17. James, W.: 1983, G.A.Miller (ed.),The Principles of Psychology, Harvard University Press, Cambridge, MA/London (first printed 1890).Google Scholar
  18. Kamp, J.-M.: 1995,Kinderrepubliken. Geschichte, Praxis und Theorie radikaler Selbstregierung in Kinder- und Jugendheimen (Children’s Republics. History, Practice, and Theory of Radical Self-Government in Homes for Children and Adolescents), Opladen.Google Scholar
  19. Kerbs, D. and Reuleck, J. (eds): 1998,Handbuch der deutschen Reformbewegungen (Handbook of the German Reform Movements) 1880–1933, Wuppertal.Google Scholar
  20. MacIntyre, A.: 1992, ‘Die Idee einer gebildeten öffentlichkeit (The Idea of an Educated Public)’, in J. Oelkers (ed.),AufklÄrung, Bildung und öffentlichkeit. PÄdagogische BeitrÄge zur Moderne (Enlightenment, Education, and the Public. Educationalists’ Contributions to Modern Times), Weinheim/Basle, pp. 25–44 (=Zeitschrift für PÄdagogik, 28th supplement).Google Scholar
  21. Maritain, S.: 1943,Education at the Crossroads, Yale University Press, New Haven/London.Google Scholar
  22. Mayhew, K.C. and Edwards, A.C.: 1936,The Dewey School, Appleton-Century-Crofts, New York. Natorp, P.: 1915,Der Tag des Deutschen. Vier KriegsaufsÄtze (The Day of the German. Four War Essays), Hagen i.W.Google Scholar
  23. Oelkers, J.: 1993, ‘Erziehungsstaat und pÄdagogischer Raum. Die Funktion des idealen Ortes in der Theorie der Erziehung (Education-State and Space for Teaching. The Function of the Ideal Location in the Theory of Education)’,Zeitschrift für PÄdagogik 39, 631–648.Google Scholar
  24. Polanyi, M.: 1998,The Logic of Liberty. Reflections and Rejoinders (Foreword by St. D. Warner), Liberty Fund, Indianapolis (first issued 1951).Google Scholar
  25. Priestley, J.: 1793,Lectures on History and General Policy: to Which is prefixed, An Essay on a Course of Liberal Education for Civil and Active Life, Vol. I-II. J. Johnson, London.Google Scholar
  26. Priestley, J.: 1993, ‘Political Writings’, in P.N. Miller (ed.), Cambridge University Press, Cambridge (= Cambridge Texts in the History of Political Thought, ed. R. Geuss and Q. Skinner).Google Scholar
  27. Rhyn, H.: 1997,Allgemeine Bildung und Liberale Gesellschaft. Zur Transformation der Liberal Education in der angelsÄchsischen AufklÄrung (General Education and the Liberal Society. On the Transformation of Liberal Education in Anglo-Saxon Enlightenment), Bern et al. (=Explorationen. Studien zur Erziehungswissenschaft (Explorations, studies on Educational Science), edited by J. Oelkers, vol. 14).Google Scholar
  28. Sandel, M.J.: 1996,Democracy’s Discontent. America in Search of a Public Philosophy, The Belknap Press of Harvard University Press, Cambridge, MA/London.Google Scholar
  29. Scheler, M.: 1915,Der Genius des Krieges und der deutsche Krieg (The Genius of the War and the German War), Leipzig.Google Scholar
  30. Tuck, R.: 1993,Philosophy and Government 1572–1651, Cambridge University Press, Cambridge.Google Scholar
  31. Ulich, R: 1940,Fundamentals of Democratic Education, New York.Google Scholar
  32. VanDoren, M.: 1943,Liberal Education, Henry Holt and Company, New York.Google Scholar
  33. Winch, C.: 1996,Quality and Education, Blackwell Publishers, Oxford (= Journal of Philosophy of Education Monograph series, Vol. 2).Google Scholar
  34. Young, M.: 1958,The Rise of the Meritocracy, 1870–2033, London.Google Scholar
  35. Zilversmit, A.: 1993,Changing Schools. Progressive Education Theory and Practice, 1930–1960, The University of Chicago Press, Chicago/London.Google Scholar

Copyright information

© Kluwer Academic Publishers 2000

Authors and Affiliations

  1. 1.University of ZurichSwitzerland
  2. 2.UniversitÄt Zürich, PÄdagogisches InstitutZürichSwitzerland

Personalised recommendations